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Documentando as aprendizagens experienciais da docência na/pela relação com estudantes ; Documenting the experienced learning from teaching in/by relationship with students
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In: Revista de Educação Popular; v. 20 n. 1 (2021): Revista de Educação Popular (ISSN 1982-7660) ; 233-250 ; 1982-7660 ; 1678-5622 (2021)
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Hmong American Charter Schools: An Exploratory and Descriptive Study
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In: Journal of Southeast Asian American Education and Advancement (2021)
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Competing voices: Dialogic perspectives on Chinese children’s use of touch screen devices in a New Zealand early childhood education setting
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Abstract:
Internationally, preschool children’s use of touch screen devices is increasingly discussed from the perspectives of teachers and or caregivers. However, there is little discussion of this topic from a cross-cultural perspective. Furthermore, children’s own voices on their touch screen experiences are missing in the discourse. This study considers Chinese immigrant preschool children’s experiences of touch screen devices in a New Zealand Early Childhood Education (ECE) setting, aiming to discern the competing Voices of New Zealand ECE teachers, Chinese immigrant caregivers and children themselves. To achieve this aim, initially I sought to understand everyday touch screen use from the perspectives of New Zealand ECE teachers and Chinese immigrant caregivers, then explore children’s voices in this discussion by videoing their engagement with touch screens, and finally explore a possible new layer of competing Voices between adults and children. I set out to interrogate touch screen use by young learners in a social and aesthetic way by applying Mikhail Bakhtin’s dialogic theory to explore the potential for competing voices around preschool children’s touch screen use. I used the genre as my unit of analysis as it allowed me to examine voices, not only through utterances but also gestural expressions across different spaces. I used Heteroglossia as a central framework for analysis because it enabled me to understand multiple voices in social interaction. A visual method was used to collect the data because this method enabled me to see multiple forms of children’s voices in addition to their utterances, and to identify further competing voices through children’s employment of various genres when using touch screens across ECE centre and home contexts. The Voice of conditional support and the Voice of opposition or reluctance were identified as competing Voices within and across New Zealand ECE teachers, and within and across Chinese caregivers. The findings highlight that the Voices of teachers and caregivers in my study are not necessarily in competition with each other, but are instead in competition within and across each group. Six genres were recognised during children’s touch screen use: the adult-led learning genre, the compliance genre, the invisible speaker genre, the child-led learning genre, the resistance genre and the whisper genre. Through these genres, children’s Outside-in Voice and Inside-out Voice were identified according to the source of voices. The Outside-in Voice reflects the influence of adults’ voices on the child, while the Inside-out Voice illustrates the child’s agency in expressing their inner voices. Building on the tension within children’s Voices, a new layer of competing Voices between adults and children was discerned: the Voice of adult power and the Voice of child agency. My findings have implications for children, ECE teachers, caregivers and policymakers. Children could be supported to express their voices on issues that affect their lives and to spend more time on free play. Implications for ECE teachers are that teachers need to be invited and given support to understand the complexity of children’s voices through genres. Teachers need to be helped to appreciate that there are benefits of standing back and giving children space to be creative and learn collaboratively and or independently. Caregivers could be encouraged to relax some of their authority, to listen to children’s voices and to include children’s voices in decision-making on issues that affect them. Caregivers could also consider the conditions they place around their child’s touch screen use such as time limit and the extent of scaffolding. Policymakers would be advised to provide teachers with professional learning and development with regard to how to scaffold children’s touch screen use and digital play into play-based learning. Areas for research include further investigation of the genres children employ during touch screen use and the use of interpretations other than Bakhtinian dialogism to do this. Research could focus on the touch screen learning experiences of a wider group of children, including children who are immigrants and children of different ages in different cultural contexts.
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Keyword:
Bakhtinian dialogism; Children's voices; Chinese -- Education (Early childhood) -- New Zealand -- Attitudes; Competing voices; Computers and children -- New Zealand -- Cross-cultural studies; Cross-cultural learning experiences; Early childhood education; Early childhood education -- New Zealand -- Computer-assisted instruction; Early childhood teachers -- New Zealand -- Attitudes; Immigrant children -- Education (Early childhood) -- New Zealand -- Attitudes; Touch screen devices; Touch screens -- Study and teaching (Early childhood) -- New Zealand -- Cross-cultural studies
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URL: https://hdl.handle.net/10289/14613
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| 4 |
Exploring Brazilian English learners’ views and experiences of multilevel EFL classes
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| 5 |
case study of Turkish pre-service teachers of English in an international exchange program: ELF and WE perspectives
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In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 435-457 (2021) (2021)
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STUDENTS’ PREFERENCES ON ONLINE LEARNING IN THE NEW NORMAL PERIOD OF THE COVID-19 PANDEMIC
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 2, Pp 404-416 (2021) (2021)
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Language and interaction in a Standard Australian English as an additional language or dialect environment: The schooling experiences of children in an Australian Aboriginal community ...
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| 8 |
Exploring Refugee Students’ Second Language (L2) Motivational Selves through Digital Visual Representations
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Le, Nhu. - : Digital Commons @ University of South Florida, 2020
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In: Graduate Theses and Dissertations (2020)
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| 9 |
An exploration of English and Swedish pre-school teachers’ perspectives on their roles and values
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| 10 |
Integration of local texts and cultural practices in localised EFL classrooms:An ethnographic study of a rural Indonesian school
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| 11 |
Students’ and teachers’ perceptions and experiences of course scheduling in undergraduate sports sciences program: An Ethiopian case study
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In: Journal of University Teaching & Learning Practice (2019)
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| 12 |
Learners' experiences with informally learning Chinese from watching online videos.
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| 13 |
Learning Competencies Through Engineering Research Group Experiences
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In: Education Publications (2017)
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| 14 |
English language-learning experiences of bilingual teachers of English Language Learners: a source of personal practical knowledge and critical pedagogy
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| 15 |
La investigación formativa en ambientes ubicuos y virtuales en Educación Superior
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 51, 2017, pags. 9-18 (2017)
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| 17 |
Potential Barriers Students Face When Completing a Tertiary Qualification: The Lived Experiences of a Particular Minority Community Studying at a Western University
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| 18 |
Investigating Student Learning and Perceptions Through Concept Journaling: An Exploratory Case Study in Coordinate Algebra
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In: Middle and Secondary Education Dissertations (2015)
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| 19 |
Redesigning Foreign Language Education for Strategic Positioning in the Preparation of Twenty-First Century Global Citizens
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In: South East Coastal Conference on Languages & Literatures (SECCLL) (2015)
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| 20 |
Erlebnis- a Phenomenological Study of the Stream of Experience and Ideation of Three Adult Educators Living and Working in Turkey
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